Philipp Mayring, born in 1952, studied psychology, education and sociology at Ludwigs-Maximilians University Munich. He is now retired professor for psychological methodology at Alps-Adria University Klagenfurt, was president of the German Association of Evaluation DeGEval and head of the Center for Evaluation and Research Consulting ZEF. He is now head of the Association for Supporting Qualitative Research ASQ, Klagenfurt.

Introduction: Why Should we be Concerned With Qualitative Content Analysis?
Part I: Foundations of Text Analysis
Chapter 1: The Methodological Debate of Qualitative vs. Quantitative Research
Historical Background
Theory of Science Background of the Controversy
Is Mixed Methods a Solution?
Common Research Criteria for Qualitative and Quantitative Approaches
Chapter 2: Importance of Text Analysis in Social Sciences
Texts and Numerical Data as Material in Social Sciences
Methods of Collecting Textual Material in Social Sciences Projects
Chapter 3: Different Approaches of Text Analysis
A comparison of Five Qualitative Text Analysis Approaches
Social-Hermeneutic Paraphrase
Psychoanalytic Text Interpretation
Objective Hermeneutics
Grounded Theory Coding
Qualitative Content Analysis
Comparison of the Approaches and Quality Criteria
Chapter 4: A Short History of Content Analysis
Preliminary Phase
Consolidation Phase
Fine Developments and Interdisciplinary Expansion
Stagnation and "Discontent" with Content Analysis
New quantitative approaches in computational linguistics, complex algorithms and text mining
Approaches to Qualitative Content Analysis
Chapter 5: Basic Principles of Qualitative Content Analysis
Embedding the Material within its Communication Context
Categories in the Focus of Analysis
Defining content analytical units
Systematic, Rule-bound Procedure
Object Reference in Place of Formal Techniques
Theory-guided Character of the Analysis
Testing Specific Instruments via Pilot Studies
Integrating Quantitative Steps of Analysis
Quality Criteria
Chapter 6: Procedures of Qualitative Content Analysis
Summarizing Qualitative Content Analysis
Inductive Category Formation
Explication: Narrow and Broad Context Analysis
Structuring: Deductive Category Assignment
Mixed Procedures
Chapter 7: Computer Programs for Supporting Qualitative Content Analysis
The Merits of Computer Assistance in Text Analysis
QCAmap Software for Qualitative Content Analysis
Part II: The 8 Step Qualitative Content Analysis Research Process
Chapter 8 Step 1: Forming the Research Question
From Themes to Questions
How to Formulate a Research Question
Example for Step 1: Forming the Research Question
Chapter 9 Step 2: Establishing the Theoretical Background of the Study
Different Levels of Theory Background
Example for Step 2: Establishing the Theoretical Background of the Study
Chapter 10 Step 3: Designing the Study
Basic Designs for Qualitative (and Quantitative) Research
Example for Step 3: Designing the Study
Ethical Aspects of a Qualitative Content Analysis Study
Chapter 11 Step 4: Gathering Textual Material, Sampling
The Quality of the Sample: Establishing a Sampling Strategy
Recommendations for Sample Size
Describing the Text Corpus for Qualitative Content Analysis
Transcription Rules
Example for Step 4 (Textual Material)
Chapter 12 Step 5: Choosing and Constructing Adequate Methods
Summarizing: Procedure and Example
Inductive Category Formation: Procedure and Example
Explicating (Context Analysis): Procedure and Example
Structuring (Deductive Category Assignment): Procedure and Example
Mixed Procedures: Theme Analysis, Type Analysis, Parallel Procedures
Chapter 13 Step 6: Conducting the Study and Presenting the Results
Description of Results
Presenting Studies with Summarizing Content Analysis
Presenting Inductive Category Formation
Presenting Deductive Category Assignment
Answering the Research Question
Chapter 14 Step 7: Discussing Quality Criteria
Classical Quality Criteria
Specific Content-analytical Quality Criteria
Software Example: Three Levels of Intercoder Agreement
Chapter 15 Step 8: Reflecting on Research Implications
Theoretical Implications
Practical Implications
Part III: Indications and Limitations of Qualitative Content Analysis
Similar Conceptions of a Qualitative Content Analysis
Criticism and Misunderstandings
Strengths and Weaknesses of Qualitative Content Analysis
Further Developments